Reading Situation Research Articles

Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill.

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.

An Interactive View of Reading Comprehension: Implications for Assessment.

This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment. It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors. Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation. This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.

Faux souvenirs et vieillissement : les effets de l’âge sur les inférences prédictives

To study false memories in older adults, a lot of experiments used the DRM paradigm (Deese, Roediger et McDermott). Most of the time, the results showed that older adults make more false memories than young adults. To test this hypothesis with a more ecological material, we used a situation of text reading. When we read a text, we activate predictive inferences, which are anticipations of what will happen next. We constructed short texts inducing predictive inferences (represented by a target word not presented) to study false memories in young and older adults. For example, in the text <<Charlotte had her breakfast on the terrace when the bees beat about the bush of jam. She made a movement to move them away but one of them succeeds in being posed on its arm>>, the target word "sting" is not presented but represents the predictive inference. After the reading of the texts, we propose to the subjects a restitution task consisting in recalling texts with the first sentence as clue. Then, they made a recognition task composed of target words and lures; they had to say if they remembered having read these words in the texts. In these two tasks, the subjects tended to remember not presented target words, creating false memories. This effect was the same for the two age groups showing that, in an ecological situation like text reading, older persons make as many false memories as young adults.

亲子共读的现状及互动策略研究

父母对幼儿早期阅读、亲子共读的认识和态度影响着幼儿家庭开展亲子共读的实践及其效果。本研究选取合肥市庐阳区180名幼儿(3~6岁)作为研究对象，通过问卷调查和访谈对合肥市庐阳区幼儿家庭亲子共读的现状进行研究，发现存在的问题有：1) 家长对亲子共读认识不足；2) 亲子共读准备不充分；3) 亲子共读延伸意识欠缺；4) 亲子共读互动行为缺乏科学性和趣味性；5) 幼儿共读时反应不一。鉴于以上问题，为改善现状，本研究提出具有一定针对性和可操作性的教育策略。 The parents’ understanding and attitude towards early childhood reading and parent-child read-ing affect the practice and effect of parent-child reading. Taking the children of 3~6 years old as the research object in Luyang District of Hefei, this paper has selected 180 children as test objects, who are selected from Bishuilanting kindergarten, Hexuyuan kindergarten, and China Railway International Guiyuan Kindergarten. Based on the questionnaire and interview, this paper takes a research on the present situation of parent-child reading in Luyang District of Hefei. The problems are founded as below: 1) Parents are lack of understanding of parent-child reading. 2) Parent-child reading is inadequate prepared. 3) Parent-child reading cannot be extended enough. 4) Interaction behavior of parent-child reading is lack of scientific and interesting. 5) While reading children’s reactions are respectively different. Based on the above analysis, this paper puts forward some specific and practical educational strategies to improve the present situation.

우리나라의 PISA 2012 읽기 결과에 대한 국제 비교 분석1)

The purpose of this study is to analyze Korean students’ reading achievement characteristics and to draw implications for better reading education in schools through comparing the study results of three top level countries, Korea, Singapore and Japan, in the PISA 2012 reading results. This study seek to discover Korea students’ characteristics in reading achievement by comparatively analyzing the results from Korea in PISA 2012 to those of Singapore, Japan. As a result, the rate of high-level(level 5 and level 6) Korean students was relatively low compared with those of Singapore and Japan. In particular, the students rate of the highest level(6 level) had the lowest among three countries. In addition, as shown in analysis according to sub-elements in reading assessment framework, the Korean students ranked little bit low rate of correct answers in “public and occupational” reading situations and “argumentation and instruction” in text types at the rate of correct answers. And they had relatively low rate of correct answers at “reflect and evaluate” related in “aspect,” which means the cognitive process occurring in reading. From the results of “effect size,” similar results from t-test was discovered. Therefore, when Korea refers to PISA reading assessment framework seeking capacity assessments, it could be possible to learn differences between Korean current reading education and reading education emphasizing relations with real-life and to examine critically how appropriate it is.

A linguagem escrita na Educação Infantil: uma análise sobre as práticas de leitura

O artigo discute algumas questões relacionadas ao trabalho com a linguagem escrita na Educação Infantil e às particularidades da interação das crianças com o universo dos textos nesse segmento da escolaridade. De forma mais detalhada, apresenta uma análise sobre o valor das situações de leitura, sejam aquelas nas quais o professor lê para os alunos, sejam as situações em que as crianças leem por si mesmas, antes mesmo de fazê-lo de forma convencional.

Los videojuegos como herramienta para el fomento a la lectura de textos literarios

Tomando en cuenta la situación de lectura en el país, en la que, según estudios y encuestas oficiales (como la realizada por el Consejo Nacional para la Cultura y las Artes en 2006) no sólo es mínimo el hábito lector, sino que quienes se declaran lectores no necesariamente lo son de textos literarios, en esta ponencia presentamos una propuesta acerca de la utilización de videojuegos comerciales como una nueva herramienta para acercar a los jóvenes a la literatura. Este trabajo es parte de una investigación de tesis que se está realizando en la que confluyen dos fenómenos en apariencia diferentes y de mundos separados: la literatura y los videojuegos, considerados estos últimos como un tipo de narración audiovisual. Nuestro objetivo aquí es dar a conocer aspectos importantes del taller literario que se llevó a cabo con jóvenes universitarios, con la finalidad de despertar en ellos el interés hacia la literatura utilizando su afición a los videojuegos comerciales. Aun cuando los resultados obtenidos en dicho taller están en proceso de análisis, un primer acercamiento nos permite observar que los videojuegos pueden ser una herramienta eficaz para fomentar el gusto por la literatura.

Reading in Biology Classes—A Different Teaching Activity

It is unthinkable to discuss learning without thinking of the merited prominence of reading and writing, since these are the essential actions for the production of different forms of systematized knowledge, among which is scientific knowledge. From this perspective, the present work proposes answering the following question: to what extent can the proposed pedagogy called reciprocal teaching aid in the development of the abilities of reading and interpretation of scientific texts? The discussion of a text found in a biology textbook was organized around four moments: questioning, summarizing, predicting and clarifying. The analysis of the data shows that the collective work helped in the comprehension of the text and, especially, in the understanding of the meaning of some scientific terms and permitted a deeper and more complex analysis of the text. This would hardly occur in a polarized reading situation in which the professor would present the expected interpretation.

Preschool Children in Book-Reading Situations with Parents: The Perspective of Personal Agency Theory

This study reports on how parents view their child’s contributions to home reading situations. The core of the study concerns characteristics of home reading sessions as routine institutional practices of the family in which parent–child book-reading processes are conducted. The sample consisted of 21 parents who were individually interviewed about their home reading with their preschool-age children. The data show that in interactions over textual materials, parents and children employ a range of behaviors which on the child’s part have agentic qualities. Within the data, six fundamental strategies employed by the children were identified: (1) book selection, (2) monitoring reading, (3) commenting, (4) questioning, (5) expanding, and (6) reading-time negotiation. All of these show that children can initiate and perform purposeful actions in order to achieve goals that they value. This testifies to the possession of agency on the part of the child.

Por um dicionário bilíngue pedagógico para a leitura em língua estrangeira

Este trabalho reflete sobre a natureza da informação lexicográfica dos dicionários bilíngues e seu uso para atividades de leitura-compreensão por um público não proficiente na língua de recepção, propondo, a partir daí, um dicionário bilíngue pedagógico para a leitura em língua estrangeira. Por se tratar de leitores cuja experiência de estudo dessa língua é bastante limitada, exigindo de sua parte uma autonomia precoce de aprendizagem, esse dicionário deve reunir as funções comunicativa, fornecendo a informação buscada na situação de leitura, e cognitiva, favorecendo a aprendizagem de saberes lexicais e gramaticais que incidam na competência leitora. Para isso, é proposta uma reformulação de sua microestrutura que passa pelo tratamento da unidade lexical, do modo de criação referencial, contextual e por uma organização hipertextual, elementos ilustrados aqui através do par de línguas francês-português.

Does formative feedback on search behaviour help students in answering comprehension questions from an available text? / ¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?

This study analyses the efficacy of formative feedback to boost students’ search behaviour when answering comprehension questions in a with-text reading situation, which is a common reading situation in instructional and assessment settings. In these reading situations search strategies play an important role to predict students’ performance. Sixty-five high school students read two texts and answered eight multiple-choice comprehension questions per text using the software Read&Answer, which recorded all the students’ actions. After answering each question, students received either global-search-feedback or specific-search-feedback, which differed in the specificity of their information, or no-feedback. Participants who received any feedback had a second chance to correct their wrong answers. Specific-search-feedback increased students’ search decisions and improved their use of relevant information to repair wrong answers over global-search-feedback. Consequently, specific-search-feedback improved students’ performance when they corrected wrong answers over global-search-feedback. These results have implications for the design and implementation of formative feedback in computer-based systems aimed at improving students’ performance and teaching reading literacy skills.

Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia.

Metacognition refers to ‘cognition about cognition’ and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. @ 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd.

New Developmental Strategies for Educational Publishing in the Digital Era

Considering the actual situation of digital reading and publishing now in China, and taking the exploration and practice of Tsinghua University Press in this area as an example, this essay studies this publishing house' exploration for its own development in this business world by drawing upon its existing advantages and tapping further into its innovativeness.

Pupil Dilation and EEG Alpha Frequency Band Power Reveal Load on Executive Functions for Link-Selection Processes during Text Reading.

Executive working memory functions play a central role in reading comprehension. In the present research we were interested in additional load imposed on executive functions by link-selection processes during computer-based reading. For obtaining process measures, we used a methodology of concurrent electroencephalographic (EEG) and eye-tracking data recording that allowed us to compare epochs of pure text reading with epochs of hyperlink-like selection processes in an online reading situation. Furthermore, this methodology allowed us to directly compare the two physiological load-measures EEG alpha frequency band power and pupil dilation. We observed increased load on executive functions during hyperlink-like selection processes on both measures in terms of decreased alpha frequency band power and increased pupil dilation. Surprisingly however, the two measures did not correlate. Two additional experiments were conducted that excluded potential perceptual, motor, or structural confounds. In sum, EEG alpha frequency band power and pupil dilation both turned out to be sensitive measures for increased load during hyperlink-like selection processes in online text reading.

Biological Development and the Normal Voice in Childhood

The voice in musically trained boys and girls was investigated with phonetograms and fundamental frequency in running speech during reading of a standard text (F0). The methods were based on • Phonetography of voice profiles • Combined electroglottographic and stroboscopic examination of the movements of the vocal folds in speech. The voice analysis was compared with measurements of • Pubertal stages in youngsters • Hormonal analysis of all androgens and in girls also estrogens The phonetograms measured the total pitch and loudness range as well as an area calculation in measured semitones × dB(A). An evaluation was made of the electroglottographic curve, combining it with a marking of the stroboscopic phases of the vocal folds on the curve with a photocell. The electroglottographic single cycles were stable and 2000 consecutive electroglottographic cycles were measured in 48 boys and 47 girls, aged 8-19 years, in order to measure fundamental frequency in a reading situation. Individual and average phonetograms for sopranos, altos, tenors and bassos were examined. The yearly change of phonetograms showed a correlation to total serum testosterone of r=0.72 in the boys, and serum estrone of r=0.47 in the girls. The change in fundamental frequency (F0) in puberty was analyzed in 48 boys. Single observations of the fundamental frequencies showed that total serum testosterone over 10 nmol/l serum probably represented values for a boy with a pubertal voice. The voice parameters were analyzed in 47 girls. However, hormonal analysis and pubertal examination was only possible in 41 girls. F0 was only related to estrone r=-0.34 (p<0.05). The increase of estrone and of fundamental frequency range (F0 range) had a predictive value (p<0.05) for the fall of F0 from 256 to 241 Hz in puberty.

Basketball feint and non-verbal communication: empirical framework

Raiola, G. (2015). Basketball feint and non-verbal communication: empirical framework. J. Hum. Sport Exerc., 9(Proc1), pp.S360-S368. Bodily communication has its own epistemological framework in which the message follows a process of encoding, transmission and decoding. It establishes contacts and relationships that are developed first by data processing and after by message content evaluating. It has, within it, an ethnic-social substrate that changes in different cultures and contexts. It is a dynamic flow consisting of five basic elements: context, sender, recipient, channel, code and follows a logical and analogical process. The arguments of bodily communication affect the feint, which means manifest intention of achieving a goal through the initial implementation of a plan with specific motor signs, postures, attitudes, which are later implemented in totally different pursuance It refers to the “tactics” decoding of bodily communication. In this way, non verbal communication have to be included both in experimental and human sciences, so it can investigated by observation and data collected and get together the quantitative and qualitative aspects. The game situations in basketball are so many variables, determined from interacting behaviors engines all players, between teammates and against the opponents. The behaviors of the feints are of great importance both that quality execution technique that every player has and to choice the tactical option. In this study, it is request to recognize the main aspects in basketball, such as in volleyball in past study and to give an argumentative and deductive classification. Method is the observation by descriptive research of three experts: coach of team, experts of body communication and performance analyst. Results show some interested aspects. The body feint is always a deliberate attempt to deceive the opponent to gain an advantage in the context of the game, moreover, it is the basis of the game of basketball, along one players against one, on which is built the complex process of acquisition of tactical advantages over opponents. There are some prerequisites to be able to realize the motor actions of fake, definitely a good knowledge of the rules of the game, knowing how to hesitate (take time before changing direction) or anticipate a move (make a cut changing speed) and especially the ability to read situations game tactics. In conclusion, for young athletes, the education of these aspects becomes essential to ensure the development of the imagination and anticipation motor, which imply the ability of invention and adaptation to different situations of the game. The more a player forces the opponent to react to his feint (shooting, passing or departure dribble), instead of acting, the more likely will have to gain the benefits (time and space) in order to carry out his plan motor effectively (to make an easy score). Although, it is to highlight that, in the modern basketball defensive tactics (zone press, help and recovery, doublings, defensive switch, etc.) start to work out the following game situations: the defender must not have more behavior liabilities compared to the attacker, but in turn must perform the behavior of pretending to try to reverse the situation tactic, creating disorientation, or otherwise, creating an unexpected situation for the attacker; in order to create; an advantage for the defense (recovery of the ball on the dribble, on the steps or on the shoot). Key words: TRAINING, METHODOLOGY, LEARNING, MOTOR SKILLS, TECHNICAL FUNDAMENTALS.

Students’ perceptions of deductive and inductive methods in teaching reading skills

AbstractThis article explores students’ perceptions of inductive and deductive methods of teaching reading in Finnish and Hungarian in a higher education setting. A guided inductive discovery method of reading involves independent work and minimum vocabulary and grammar explanation before the reading assignment is given. A deductive pre-taught method involves grammar, vocabulary and content explanation before a text is read. Structured focus group interviews revealed that the advantages of the discovery method, i.e. guided inductive reading, are that it helps to maintain curiosity, enhances memorisation, encourages independent and active learning, and prepares for real-life reading situations. The deductive pre-taught method, on the other hand, feels safe and helpful, can keep one’s confidence up, saves time and effort for other language-learning tasks, and ensures a correct understanding of the text. The interviewees wanted to be given information about which grammar to expect in advance, some felt the same way about vocabulary. They were not always aware of the difference between the two approaches. By using both methods the teacher can help to maintain motivation and cater for different student preferences. Mixing methods also reflects how we treat information in real life. There appears to be no ideal method in teaching L2 reading: both methods have their advantages and disadvantages from the students’ point of view. Explicit instruction is crucial for reading development either before or after a text is read.

Discursive Reception Studies – A Path toward Knowledge about Fiction in Everyday Life

AbstractThe study of mainstream consumers of fiction is still limited, as is research of naturalistic reading situations. In this paper I argue that a combination of reception theory and discursive psychology – discursive reception research – can be a fruitful method for empirical literary studies. Reception theory gains both a way to adequately analyze conversations about literature (and other aesthetic products), and the opportunity to study how the reception is done and how literature is used, while discursive psychology, in turn, gains the opportunity to »dementalize« a practice that has previously been surrounded by a strict cognitivist paradigm. Literature and other aesthetic products such as film and theater often deal with existential questions. In this way, conversation data on aesthetic reception provides a greater breadth of such content than does other natural conversation data. I argue that discursive psychology provides systematic tools and concepts for analyzing talk that can be useful for literary scholars who mostly deal with fiction. In addition, discourse analysis of conversation transcripts resembles the analysis of literary texts, making talk seem less alien to analyze for those who are accustomed to studying written text. The analytical tools used in discursive psychology thus provide literary scholars with adequate help for the analysis of conversations. The advantage of using discursive psychology and discourse analysis when researching reception is that a detailed analysis of the interaction reveals how participants create a shared reading of literature (Fish 1998). In much of the previous reception research, the researcher has only considered the respondent’s answer and not how the answer, or the reading, emerges in the conversation. In some examples, I show how an interactional focus on booktalk enables us to highlight children’s voices as part of a common social practice, for example in a discussion about withdrawing when one is feeling sad. I also show how the booktalk participants refer to traditional gender positions in a conversation about the characters in a book. I show how a teacher presents his own hypothesis about people from other parts of the world in booktalk. My hope is to add another dimension and in this way highlight the importance of teachers taking careful consideration when they use fiction – books as well as film – in an attempt to create contrasting images to undemocratic conditions, as the Swedish school curriculum requires. In addition to the experiences conveyed in the conversations, I also show examples of how people in conversation about literature can position themselves as, e. g., a booklover, a guy or as enlightened. This type of analysis also gives insights into how booktalk reception is done. Detailed analyses of conversations about books provide opportunities to study the connection between fiction and life. In this way, our knowledge of literature in practice increases, allowing us to address questions such as: How is literature used to create ourselves and position others, to portray us as good or well-read, as belonging to the cultural elite or as not being a snob? How can discussions about literature be used to quarrel, flirt, make friendships, etc.? How are the concepts ›reader‹ and ›non-reader‹ construed in young people’s identity work?

Beyond Reflection: Perception, virtue, and teacher knowledge

In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons’ welfare, for them to do well. This entails that good teaching is more experienced-based than research-based. Ultimately, it is life experience that provides for teachers’ ability to see well.

Czytelnictwo wśród użytkowników Facebooka

Recent research on reading situation in Poland indicates decreasing interest in books among adults. This tendency is also supposedly followed by changes in reading models as well as different ways of reader-text interactions. Since internauts are generally believed to be a non-reading community, an online questionnaire for Facebook users was prepared, a group which is quite easy to reach, to get a better insight into the situation. The research was carried out between April 23rd and May 3rd 2011 on a group of 150 respondents. It focused on book reading and purchasing intensity, book choices, most commonly used book sources, reading traditional magazines, online magazines, e-books and using digital libraries. It was available in either Polish or English language version. A total of 138 respondents from Poland, USA, UK, Tunisia, Australia, Belgium, Canada, Finland, Germany, Mexico, South Korea and Switzerland took part, one origin unknown. Most of them (74,67%) were people between 17 and 35 years old, the eldest one being 77, the youngest 13. Out of 138 interviewees, 110 were women, over 76% lived in urban areas and declared their education level as higher (57,3%) or secondary (28,7%). The results proved surprisingly optimistic. Only 9 interviewees admitted that they had not read any books in the last 12 months, others read 0–2 or 3–5 books a month. Fantasy, suspense fiction and classical novels were the most popular among them. When asked about favourite titles, respondents listed mainly classics of world literature and popular bestsellers. Reviews as well as recommendations of family members or friends had the greatest influence on their reading choices. Almost 75% of survey participants bought books, usually once a month or once every few months, however, they preferred to borrow them from libraries or friends. Almost half of Polish respondents read e-books and online magazines, although they avoided using digital libraries. They also read traditional print magazines, especially political and social ones, women and popular science magazines. As the results show, reading still remains one of the most popular forms of spending free time for both interviewed Facebook users and other members of their communities. Books are also a popular subject of their conversations and discussions in both real and virtual space.